S6.ESS1 The learner will be able to describe the theory of plate tectonics + evidence to support the theory
Other Content Area Standards Addressed:
Hypothesis and Applying Scientific Method. (Look up VI standard that could address these)
S8.REI.1 The learner will be able to determine the appropriate technologies used in scientific investigations.
S8.REI.4 The learner will be able to use computers to gather and analyze data.
Analyze, classify, and relate maps to geographical areas. SS A. Understand hemisphere and climate changes within hemispheres. B. Analyze cardinal and intercardinal, latitude and longitude points within and without hemispheres. C. Identify the various careers in geography. D. Create geographical areas. E. Organize and present geographical information. F. Present and explain geographical information in various formats (graphs, charts,etc.). G. Relate local geographical areas to other geographical areas.
Use technology to access and disseminate information. SS B. Make comparisons to other regions of the world.
S6.REI.1 The learner will be able to develop a problem, and design a solution that uses technology.
S6.REI.3 The learner will be able to prepare reports utilizing various media.
NETS-S Standards Addressed:
Research and Information Fluency a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Critical Thinking, Decision Making, c. collect and analyze data to identify solutions and/or make informed decisions.
Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b.select and use applications effectively and productively.
Enduring Understanding/Goal
Students will understand that: › This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know.
The earth did not always look as it does
There are a variety of forces that act on the earth to change it
By understanding the structure of the earth/geology, we can predict things like earthquakes
Essential Question(s)
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.) › What leading questions can you ask of students to get them to understand the Big Ideas? › Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer
How does man predict incidences of Earth's crust changing?
How does man interpret the changes in Earth’s surface?
How can man predict these incidences to prevent loss of life and catastrophic damage to populated areas?
How much of what man knows is theory and how much is law?
Student objectives (outcomes)
› These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. › Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
Students will research independently and in groups to find incidences of seismic activity in various regions of the world.
Students will demonstrate ability to research various web resources to find relevant information specific to task.
Students will make predictions based on data sets that are gathered from resources on the web.
Students will understand the difference between a theory and a law with regard the scientific method.
Students will be able to illustrate or explain that there exists a theory about plates on the surface of the earth and provide examples of how they interact.
Stage 2 – Assessment Evidence
Performance Task(s)
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. › Designed at least at the application level or higher on Bloom’s Taxonomy. › Rubrics can be used to guide students in self-assessment of their performance
Students will create chart of incidences of major seismic activity from research sites found on websites indicated
Students will be able to show on a map how continents have generally shifted over time to present day positions.
Students will synthesize data from multiple sites on shifting continents to form a concept about plate tectonics and their relationship to cataclysmic events.
Students will be able to evaluate results of web research to form hypothesis about placement of seismic incidences in relation to continents.
Other Evidence of Student Understanding
Student understanding of web research specific to task can be assessed through informal observation and interactions with student groups.
Presentation or summative assessment in the form of quiz, etc.
Self-assessment by student from peer interactions and peer modeling.
Appropriate, creative, original uses of technology to support understanding of concepts taught.
Stage 3 – Learning Plan
Learning Activities
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: › the students will do during the class to prepare them for the outcomes you expect of them. › the teacher will do to guide the learning
Unit begins with introduction of a constantly changing earth and mans interaction with those changes. Teacher led discussion and presentation could focus on the how humans adapt to our ever changing Earth. To assist in this introduction, group could · View short videos on YouTube of recent earthquake or volcanic activity as it relates to human interactions, and displacement of populations. · Hear dialogues from Haiti earthquake survivors · See historic pictures from past Earthquakes, San Fran, Alaska, etc. Teacher may assign some reading or research to continue this. Blogs or postings on line from earthquake survivors. Photo montages could be explored of earthquake destruction and forces capable when they occur. (Dramatic photos may be more appropriate here to show forces of Earth). Introductory Lesson OUR WORK MONDAY, DEC 13: Introductory phase of unit, students will undertake a student centered research project to discover sites around the globe of seismic events and correlate them to a world map. Students will research online the following websites that contain information on Earthquakes, Volcanoes and Tsunamis to gather data:
Locations of: (websites for each)
See Plate Tectonics page on Wiki for description of activity.
Present plan for students to use VoiceThread to create short video explaining plate tectonics and various plate boundary types. Students could write brief “scripts” for homework. Options could be decided upon.. other tech tools, simple model?, other ways to demonstrate explored and available to students.
Day Two:
Students demonstrate understanding of plate boundaries with brief video creation in VoiceThread or other chosen medium.
Have students choose a volcano to follow recorded activity on over period of the unit. They are the scientist, what can they draw from the data? What do scientists do with data?
Prep: Can the class talk via Skype or iChat to scientist involved in Earthquake or Volcano prediction?
Following Days:
Day Three: Lesson on Earthquakes and their relation to plate boundaries. Various web resources could be shown in large group to demonstrate how Earthquakes in particular react to plate movement.
What are the most active areas around the world?
Where has the most violent quake occurred?
Day Four: Students could study Volcanoes, similar theme to Day 3. Understanding how Volcanoes are a product of plate movements. Use of Google Earth to study patterns, historic record of Volcanoes. Localize the discussion: Are there extinct/active volcanoes in Virgin Islands? Cinder cones? Where in US does one find them? Student-centered activity in mining data to find specific US activity.
Day Five: Other disturbances related… undersea changes, tsunamis resulting from earthquakes.
Begin discussion/exploration into human side of Earthquakes and Volcanoes. Start with prediction. How do we predict them, what reliability is there?
Students could delve deeper into records of earthquakes, study to see if scientists can correlate data with predictors of large quakes.. is there evidence of this happening in recent times?
Day Six and on….
Social Studies standards mixed with Science standards.
Other activities that could be done around a unit on Earth’s Changing Surface include:
Developing an activity to help victims from Earthquakes, perhaps organize students to create blog or other web communication to reach out to particular school or effort in Haiti. Building relationships with real victims of violent seismic activities.
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Create one lesson plan table for each lesson, and link these below:
Sample Unit on Plate Tectonics
Stage 1 - Desired Results
S6.ESS1 The learner will be able to describe the theory of plate tectonics + evidence to support the theory
Other Content Area Standards Addressed:
Hypothesis and Applying Scientific Method. (Look up VI standard that could address these)
S8.REI.1
The learner will be able to determine the appropriate technologies used in scientific investigations.
S8.REI.4 The learner will be able to use computers to gather and analyze data.
Analyze, classify, and relate maps to geographical areas. SS
A. Understand hemisphere and climate changes within hemispheres.
B. Analyze cardinal and intercardinal, latitude and longitude points within and without
hemispheres.
C. Identify the various careers in geography.
D. Create geographical areas.
E. Organize and present geographical information.
F. Present and explain geographical information in various formats (graphs, charts,etc.).
G. Relate local geographical areas to other geographical areas.
Use technology to access and disseminate information. SS
B. Make comparisons to other regions of the world.
S6.REI.1
The learner will be able to develop a problem, and design a solution that uses technology.
S6.REI.3
The learner will be able to prepare reports utilizing various media.
NETS-S Standards Addressed:
Research and Information Fluency
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Critical Thinking, Decision Making,
c. collect and analyze data to identify solutions and/or make informed decisions.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b.select and use applications effectively and productively.
Students will understand that:
› This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know.
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.)
› What leading questions can you ask of students to get them to understand the Big Ideas?
› Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer
› These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.
› Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
Stage 2 – Assessment Evidence
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.
› Designed at least at the application level or higher on Bloom’s Taxonomy.
› Rubrics can be used to guide students in self-assessment of their performance
Stage 3 – Learning Plan
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:
› the students will do during the class to prepare them for the outcomes you expect of them.
› the teacher will do to guide the learning
Unit begins with introduction of a constantly changing earth and mans interaction with those changes. Teacher led discussion and presentation could focus on the how humans adapt to our ever changing Earth. To assist in this introduction, group could
· View short videos on YouTube of recent earthquake or volcanic activity as it relates to human interactions, and displacement of populations.
· Hear dialogues from Haiti earthquake survivors
· See historic pictures from past Earthquakes, San Fran, Alaska, etc.
Teacher may assign some reading or research to continue this. Blogs or postings on line from earthquake survivors. Photo montages could be explored of earthquake destruction and forces capable when they occur. (Dramatic photos may be more appropriate here to show forces of Earth).
Introductory Lesson
OUR WORK MONDAY, DEC 13: Introductory phase of unit, students will undertake a student centered research project to discover sites around the globe of seismic events and correlate them to a world map.
Students will research online the following websites that contain information on Earthquakes, Volcanoes and Tsunamis to gather data:
Locations of: (websites for each)
Volcanoes
Mountain ranges (significant ones)
Earthquakes
Tsunamis
- http://www.ngdc.noaa.gov/spotlight/tsunami/
- http://timesofindia.indiatimes.com/world/rest-of-world/Recent-major-quakes-tsunamis-around-the-world/articleshow/5075661.cms
See Plate Tectonics page on Wiki for description of activity.Present plan for students to use VoiceThread to create short video explaining plate tectonics and various plate boundary types. Students could write brief “scripts” for homework. Options could be decided upon.. other tech tools, simple model?, other ways to demonstrate explored and available to students.
Day Two:
Students demonstrate understanding of plate boundaries with brief video creation in VoiceThread or other chosen medium.
Have students choose a volcano to follow recorded activity on over period of the unit. They are the scientist, what can they draw from the data? What do scientists do with data?
Prep: Can the class talk via Skype or iChat to scientist involved in Earthquake or Volcano prediction?
Following Days:
Day Three: Lesson on Earthquakes and their relation to plate boundaries. Various web resources could be shown in large group to demonstrate how Earthquakes in particular react to plate movement.
What are the most active areas around the world?
Where has the most violent quake occurred?
Day Four: Students could study Volcanoes, similar theme to Day 3. Understanding how Volcanoes are a product of plate movements. Use of Google Earth to study patterns, historic record of Volcanoes. Localize the discussion: Are there extinct/active volcanoes in Virgin Islands? Cinder cones? Where in US does one find them? Student-centered activity in mining data to find specific US activity.
Day Five: Other disturbances related… undersea changes, tsunamis resulting from earthquakes.
Begin discussion/exploration into human side of Earthquakes and Volcanoes. Start with prediction. How do we predict them, what reliability is there?
Students could delve deeper into records of earthquakes, study to see if scientists can correlate data with predictors of large quakes.. is there evidence of this happening in recent times?
Day Six and on….
Social Studies standards mixed with Science standards.
Other activities that could be done around a unit on Earth’s Changing Surface include:
Developing an activity to help victims from Earthquakes, perhaps organize students to create blog or other web communication to reach out to particular school or effort in Haiti. Building relationships with real victims of violent seismic activities.
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Learning Activities
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Create one lesson plan table for each lesson, and link these below: